Just over 10 years ago, Educational Review published an article “Reconceiving argument” by Richard Andrews. In the article, Andrews traced some of the changes in the conception of argument that had taken place within educational contexts (primarily within the UK) over the previous few years. An important aim of the authors’ article is to consider whether there is any evidence that the (re)conceptualization of argument discussed in Andrews’ article has permeated educational theory and practice in the last 10 years. Specifically they will consider his invocation of new metaphors to conceive of the argumentation process as more akin to a dialogic exchange in contrast to adversarial combat. They question whether such a framing diminishes the value of conflict and confrontation in the argumentation process.
A. Bullock, und S. Benford. GROUP '99: Proceedings of the international ACM SIGGROUP conference on Supporting group work, Seite 140-149. New York, NY, USA, ACM Press, (1999)
J. Hill, und C. Gutwin. GROUP '03: Proceedings of the 2003 international ACM SIGGROUP conference on Supporting group work, Seite 258-267. New York, NY, USA, ACM Press, (2003)
E. Prasolova-F&\#248;rland, und M. Divitini. GROUP '03: Proceedings of the 2003 international ACM SIGGROUP conference on Supporting group work, Seite 58-67. New York, NY, USA, ACM Press, (2003)